Assistive technology accommodations list

By the IEP Atlas editorial teamLast updated November 1, 2026

Short answer

Assistive technology accommodations are tools that let a student read, write, communicate or access materials in a way the disability otherwise blocks. Common ones are text-to-speech, speech-to-text, word prediction, digital text, AAC and a portable keyboard. Write each with the tool, the tasks, how often and who sets it up, and add the training the student needs.

Assistive technology turns up in two places in IDEA. An assistive technology device is any item or system used to increase, maintain or improve a student's functional abilities. An assistive technology service is anything that helps the student choose, get and use that device, including evaluation, training and repair.^[1] Schools must make sure both are available when the IEP team decides a student needs them.^[2]

The 12 accommodations below are written the way they should read in the IEP. Each names a device, the tasks it is used for, and who sets it up, with an accommodation or modification check and its effect on grading and testing. For choosing and writing accommodations in general, start with the pillar on IEP accommodations.

Name the function, then the tool

The IEP team must consider whether every student needs assistive technology. It is one of the special factors.^[3] When it is needed, write the function first and name the tool second. "Text-to-speech software" is better than a brand name, because brands change and districts switch licenses. If the student needs a specific tool, such as a particular AAC app they already know, name it and say why.

The National Center on Accessible Educational Materials has guidance on accessible formats such as digital text, audio and braille, and on how schools get them in time.^[4] Timing matters: a digital textbook that arrives in week 6 of the unit is not an accommodation. Federal rules require states to take reasonable steps to provide accessible materials to students who need them in a timely manner.^[5]

12 assistive technology accommodations written for the IEP

Reading

Accommodation as written in the IEP	Type	Effect on grading and testing
1. Text-to-speech software with word highlighting for all assigned texts over 1 page and for tests in science, social studies and math. The case manager loads texts before each unit.	Accommodation	None in content areas; may not be allowed on reading tests, depending on the state
2. Digital versions of all textbooks and novels in an accessible format, requested by the case manager at least 3 weeks before each unit starts.	Accommodation	None
3. A scanning pen or phone app to read aloud single words in printed materials during class, in all subjects.	Accommodation	None in content areas; check state rules for reading tests

Writing

Accommodation as written in the IEP	Type	Effect on grading and testing
4. Speech-to-text for written work over 3 sentences in all classes, with a headset provided by the school.	Accommodation	None unless handwriting or typing is the skill graded; check state rules for writing tests
5. Word prediction software on the student's laptop for all typed work.	Accommodation	None; check state rules for writing tests
6. A laptop or tablet with a word processor and spell-check for all written work, including in-class writing and tests.	Accommodation	None unless spelling is the skill graded
7. Graphic organizer software for planning essays and reports, in English and social studies.	Accommodation	None

Math

Accommodation as written in the IEP	Type	Effect on grading and testing
8. Math notation software or a digital worksheet tool so the student types answers to math problems instead of writing them by hand.	Accommodation	None
9. A talking calculator for all math tasks except tests of computation or fact fluency.	Accommodation on non-computation tasks	Becomes a modification if used where computation is the skill graded

Communication and access

Accommodation as written in the IEP	Type	Effect on grading and testing
10. The student's speech-generating device is available in every setting, all day, and is never removed as a consequence. Staff model on the device during instruction.	Accommodation	None; responses on the device are the student's own
11. A remote microphone system worn by the teacher in all classes, checked each morning by the student with the teacher.	Accommodation	None
12. An adapted keyboard and mouse, or switch access, set up at every work station the student uses, by the OT and AT specialist.	Accommodation	None

Only item 9 can become a modification, and only when the calculator does the skill being tested. Most AT changes how the student gets information in or out, not what they must learn. The page on accommodations vs modifications has the deciding test.

Write the service too

A device with no training is a box on a shelf. The IEP should list the AT services alongside the device. Useful services to write:

Evaluation: an AT assessment by the AT specialist, OT or SLP, with trials in real classes.
Training for the student: for example, 3 sessions of 30 minutes on speech-to-text in the first month.
Training for staff: for example, a 45-minute session for each content teacher on loading texts into the reader.
Training for the family: when the device goes home.
Maintenance: who charges, updates and fixes the device, and what happens on a day it fails.

The AT specialist's role is described on the goals for the AT specialist role page, along with goal wording.

A worked example: a trial with numbers

Ana is a fictional 4th grader with dysgraphia. In a September writing probe she produced 14 words in 10 minutes by hand, with 9 spelled correctly. The OT and teacher ran a 4-week trial with speech-to-text (item 4) on the same kind of prompt.

Week	Words written in 10 minutes	Words spelled correctly
Baseline, by hand	14	9
Week 1, speech-to-text	22	20
Week 2	31	29
Week 3	35	33
Week 4	38	35

The trial showed the tool worked, so the team wrote it in the IEP. It also kept a handwriting goal with the OT, because Ana still needs to write short notes and her name by hand. AT should not end teaching a skill the student can still learn. The how to measure writing guide covers total words written and correct word sequences.

Turning AT into goals

An accommodation says the tool is available. A goal measures the student's skill in using it. For students new to a device, write an access goal. Examples:

Given speech-to-text and a writing prompt, the student will dictate and correct a 5-sentence paragraph with no more than 2 errors that change meaning, in 4 of 5 probes.
Given a text-to-speech reader, the student will open an assigned text, set the speed and start reading within 2 minutes, without adult help, in 9 of 10 opportunities.

The assistive technology goals page has more templates, and the keyboarding goals cover typing. For AAC, see AAC goals examples. Then paste a draft into the goal checker.

Common mistakes

Weak: "Access to assistive technology." Better: name the function, the tasks and who sets it up, as in the tables.
Weak: listing a device with no training. Better: add the AT service, with sessions and minutes.
Weak: using a tool in class that the state test does not allow, with no plan. Better: check the state manual and practice with the allowed version.
Weak: the device stays at school. Better: if the student needs it for homework, the IEP should say it goes home.

Frequently asked questions

Does the school have to pay for assistive technology?

If the IEP team decides the student needs a device or service to receive FAPE, the school must make it available at no cost to the family. That includes evaluation, training and maintenance listed in the IEP.

Can a student take an AT device home?

Yes, if the IEP team decides the student needs it at home to receive FAPE, for example to complete homework. The IEP should say so.

Is text-to-speech allowed on state reading tests?

It depends on the state and the test. Many states allow it for math, science and social studies but restrict it on reading tests that measure decoding. Check your state's accessibility manual.

Use it in IEP Atlas

Sources

34 CFR §300.6: Assistive technology service, Legal Information Institute, Cornell Law School
34 CFR §300.105: Assistive technology, Legal Information Institute, Cornell Law School
34 CFR §300.324: Development, review, and revision of IEP, Legal Information Institute, Cornell Law School
The National Center on Accessible Educational Materials for Learning, CAST
34 CFR §300.172: Access to instructional materials (NIMAS), Legal Information Institute, Cornell Law School

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.